Connecting knowledge: A case study of The George Washington University’s human services program
Michelle Kelso, Assistant Professor, The George Washington University [mkelso@gwu.edu]
Emily Morrison, Assistant Professor and Director Human Services Program, The George Washington University [emily_m@gwu.edu]
Keywords: Participatory action research, assessment, program development, case study
Conference track: Contexts and methods: Theoretical and conceptual frameworks, research designs, and methodological issues
Format: Research/Scholarly paper
Summary
The George Washington University Human Services Program focuses on engaged learning through service learning by encouraging high academic and ethical standards in its students. In order to better understand the effects of the program on students, we conducted a qualitative assessment in the spring of 2011. We sought to answer these questions:
What is the student service-learning experience?
How has the coursework deepened student knowledge and skills?
To what extent does the curriculum prepare students to meet the professional standards?
After graduation, how are students drawing upon the knowledge, and abilities gleaned in coursework in their lives and careers?
We situated our work within participatory action research traditions and social change theory (Hale, 2008). We also drew from scholarship that demonstrates that service learning can enhance writing and critical thinking, citizenship engagement, and academic learning (Astin, Vogelgesang, Ikeda, & Yee, 2000; Eyler & Giles, 2000; Novak, Markey, & Allen, 2007; Simons & Cleary, 2006). While the benefits of service learning have been made clear, less attention has focused on how these experiences affect short- and long-term outcomes from a curricular program level, or how data is used to inform the development of academic programs. We use the six principles identified by O’Neill (2010) to assess the efficacy of the program: effortful experiences, the development of relationships, engagement across difference, feedback, opportunities to test what is being learned, and reflection.
Interview and questionnaire participants included program alumni, current students, and faculty. Individual, semi-structured interviews and two focus groups were also conducted. Initial data analysis revealed specific outcomes and overall processes of meaningful student engagement. The findings of this study will inform a program re-visioning and provide consideration for how research results can inform the process of mapping, assessing, and revising curricular and programmatic aims.
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute, UCLA.
Eyler, J., & Giles, D. (2000). At a glance: What we know about the effects of service learning on college students, faculty, institutions, and communities, 1993-2000 (3rd ed.). Washington, DC: Corporation for National and Community Service. Retrieved from http://servicelearning.org/filemanager/download/aag.pdf
Hale, C. (2008). Engaging contradictions: Theory, politics, and methods of activist scholarship. Berkeley, CA: University of California Press.
Israel, B. A., Parker E. A., Rowe, Z., Salvatore, A., Minkler, M., López, J., … & Halstead, S. (2005). Community-based participatory research: Lessons learned from the Centers for Children's Environmental Health and Disease Prevention Research. Environmental Health Perspectives, 113(10), 1463–1471.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy's future. Washington, DC: Department of Education.
Novak, J. M., Markey, V., & Allen, M. (2007). Evaluating cognitive outcomes of service learning in higher education: A meta-analysis. Communication ResearchReports, 24(2), 149–157.
Simons, L., & Cleary, B. (2006). The influence of service learning on students’ personal and social development. College Teaching, 54, 307–319.
U.S. Department of Education, Office of the Under Secretary and Office of Postsecondary Education. (2012). Advancing civic learning and engagement indemocracy: A road map and call to action, Washington, D.C.: Author.
To access materials from this session please click on the file link(s) below:
Connecting knowledge: A case study of The George Washington University’s human services program
Michelle Kelso, Assistant Professor, The George Washington University [mkelso@gwu.edu]
Emily Morrison, Assistant Professor and Director Human Services Program, The George Washington University [emily_m@gwu.edu]
Keywords: Participatory action research, assessment, program development, case study
Conference track: Contexts and methods: Theoretical and conceptual frameworks, research designs, and methodological issues
Format: Research/Scholarly paper
Summary
The George Washington University Human Services Program focuses on engaged learning through service learning by encouraging high academic and ethical standards in its students. In order to better understand the effects of the program on students, we conducted a qualitative assessment in the spring of 2011. We sought to answer these questions:
We situated our work within participatory action research traditions and social change theory (Hale, 2008). We also drew from scholarship that demonstrates that service learning can enhance writing and critical thinking, citizenship engagement, and academic learning (Astin, Vogelgesang, Ikeda, & Yee, 2000; Eyler & Giles, 2000; Novak, Markey, & Allen, 2007; Simons & Cleary, 2006). While the benefits of service learning have been made clear, less attention has focused on how these experiences affect short- and long-term outcomes from a curricular program level, or how data is used to inform the development of academic programs. We use the six principles identified by O’Neill (2010) to assess the efficacy of the program: effortful experiences, the development of relationships, engagement across difference, feedback, opportunities to test what is being learned, and reflection.
Interview and questionnaire participants included program alumni, current students, and faculty. Individual, semi-structured interviews and two focus groups were also conducted. Initial data analysis revealed specific outcomes and overall processes of meaningful student engagement. The findings of this study will inform a program re-visioning and provide consideration for how research results can inform the process of mapping, assessing, and revising curricular and programmatic aims.
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute, UCLA.
Eyler, J., & Giles, D. (2000). At a glance: What we know about the effects of service learning on college students, faculty, institutions, and communities, 1993-2000 (3rd ed.). Washington, DC: Corporation for National and Community Service. Retrieved from http://servicelearning.org/filemanager/download/aag.pdf
Hale, C. (2008). Engaging contradictions: Theory, politics, and methods of activist scholarship. Berkeley, CA: University of California Press.
Israel, B. A., Parker E. A., Rowe, Z., Salvatore, A., Minkler, M., López, J., … & Halstead, S. (2005). Community-based participatory research: Lessons learned from the Centers for Children's Environmental Health and Disease Prevention Research. Environmental Health Perspectives, 113(10), 1463–1471.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
National Task Force on Civic Learning and Democratic Engagement. (2012). A crucible moment: College learning and democracy's future. Washington, DC: Department of Education.
Novak, J. M., Markey, V., & Allen, M. (2007). Evaluating cognitive outcomes of service learning in higher education: A meta-analysis. Communication Research Reports, 24(2), 149–157.
O’Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. PeerReview, 12(4). Retrieved from http://www.aacu.org/peerreview/pr-fa10/pr-fa10_oneill.cfm
Simons, L., & Cleary, B. (2006). The influence of service learning on students’ personal and social development. College Teaching, 54, 307–319.
U.S. Department of Education, Office of the Under Secretary and Office of Postsecondary Education. (2012). Advancing civic learning and engagement in democracy: A road map and call to action, Washington, D.C.: Author.
To access materials from this session please click on the file link(s) below: